In the previous article, we discussed the science behind sensory processing skills, the brain centers involved, and the signs and symptoms of the modulation disorders. We also mentioned that the most efficient ways to encourage development of these skills was through a sensory diet targeted toward executive function skills. In this article, we shall break down these skills and match them with the suggested sensory diets that will not only enhance but continue to decrease chances of modulation meltdowns and difficulties with comprehending the overall environment.

First however let us define what we mean by Sensory Diet in the first place.

The term “Sensory diet” was coined by Occupational therapist, Patricia Wilbarger (1984), and can be defined as a carefully designed, scheduled activity plan, that provides the sensory input a person’s nervous system needs to stay focused and organized throughout the day. Each sensory diet is specially designed to meet a child’s specific sensory needs. Wilbarger and Wilbarger (1991) developed the approach to provide the “just right” combination of sensory input to achieve and maintain optimal levels of arousal and performance in the nervous system. The ability to properly identify and respond appropriately to sensations can be enhanced by a proper sensory diet.

There are certain types of sensory activities that are similar to eating a “main course” and are very powerful and satisfying. The most powerful and longest lasting activities on the nervous system include deep pressure touch, joint compression or traction, movement, and heavy work (Wilbarger, 1995).

The Wilbarger Approaches target the seven senses based on a person’s defensiveness or modulation symptomatology. The difference in the Execu-Sensory Diet that we utilize is the focus on the preparation of the sensory system for cognitive input. What that means is the diet is meant to support the growth of Executive Function Skills, no matter what the age or the need for a surrogate Pre-Frontal assistance from an adult.

Here are the major sensory components and the executive function skills they target:

1. Therapeutic Massage – Response Inhibition, Sustained Attention

Therapeutic massage is utilized to improve the tactile and proprioceptive systems. We utilize this on four extremities in an orderly fashion, and is usually done in a proximal to distal motion to desensitize the sensory nerves and ultimately send messages to the brain that a particular arm and/or leg is being isolated and given feedback. Usually also during the therapeutic massage, relaxing oils or lotions such as lavender chamomile scents that are hypoallergenic and have thick consistencies help reduce the friction and improve the natural biological feedback.Therapeutic Massage stimulates Gamma-Amino Butyric acid (GABA) in the brain, which is responsible for the sense of well-being, calming the nervous system down.

Response Inhibition is the suppression of a person’s actions that are inappropriate in a given context and that interfere with goal-driven behavior. For example, it is one’s ability to control calling out, storming out of a classroom, or touching others or other people’s property. Sustained Attention, or vigilance, as it is more often called, refers to the state in which attention must be maintained over time. It would be listening and attending to a classroom lesson or mini lesson for at least 5 minutes even when there are distractions in the room.

Therapeutic massage supports the development of these two skills by giving the extremities the grounding force to be able to attend to the task and decrease impulsive responses because the brain is able to map out where the person is in space and can maneuver the environment appropriately depending on what the current demands are required of them.

2. Therapeutic Brushing – Emotional Control, Flexibility

Therapeutic Brushing is more famously associated with the Wilbarger Brushing Protocol that is commonly used for people with tactile defensiveness, and for Autism-like presentations of touch sensitivities. The Therapeutic Brushing we utilize however does use the Therapressure Brush that the WIlbarger Protocol uses, however it is similar to the Therapeutic Massage wherein it is done proximal to distal and only on four extremities in an orderly fashion; whatever arm or leg that was started on with the massage will also be the same arm/leg that will initiate the brushing as well. We strongly suggest that the brushing technique be performed ONLY AFTER the massage in order for the sensory nerves to “zero out” and not be stimulated to a negative “high” to where the fight or flight status of the brain becomes activated. The purpose of the Therapeutic Brushing is to increase awareness centers and promotes Serotonin in the brain, which is the neurotransmitter that helps improve mood and social functioning.

Emotional Control is defined by Dr. Richard Guare and Dr. Peg Dawson as the ability to manage emotions to achieve goals, complete tasks, or control and direct behavior. People who struggle with emotional control tend to have angry outbursts or behavior outbursts such as destroying or throwing objects, aggression towards self or others, and threats to harm oneself. Flexibility on the other hand is the skill that is defined as the ability to adapt to new situations, improvise, and shift strategies to meet different types of challenges. For example, a child who may be expecting to see a movie at a particular time and would not be able to due to circumstances would be able to bounce back and restructure the day or be able to find a solution to the disappointing outcome in a more proactive manner.

Therapeutic brushing supports the development of Emotional Control and Flexibility mainly due to the release of Serotonin right after the GABA process from the Therapeutic Massage. The sense of well-being meeting the sense of mood stabilization, which includes digestion, appetite and overall memory in learning. Frustration tolerance improves with different situations and thinking processes are supported efficiently by the calming effects and mood stabilization brought about by Serotonin.

3. Joint Vibration – Metacognition, Working Memory, Organization

Joint Vibration is unique to the Execu-Sensory Diet because we utilize a battery operated 4-point massager which is gives out a medium vibration cycle to the major joints of the extremities, such as the shoulder, elbow, wrist, fingers for the arm and the hip, knee, ankle and toes for the leg. As with the first two techniques, the extremity that was started on the first two will also be the extremity that will be utilized to initiate this technique. Of all of the techniques, this is the one that requires the most care; some people will react to the low-medium vibration as ticklish, while others will claim that it is painful and can incite fight, flight or freeze. Usually, however, the reason why this is the third step in the diet is because GABA and Serotonin have already been activated and the sensorimotor system is in ‘trust’ mode. This may not be true for students with extreme sensory processing deficits, thus training is essential for this particular modality.

The neurotransmitter that is released by Joint Vibration is Dopamine. This is the neurotransmitter that helps control the brain’s reward and pleasure centers. Dopamine also helps regulate movement and emotional responses, and it enables us to take action to move toward rewards that we see.

Metacognition is the awareness and understanding, analysis, and control of one’s cognitive processes, especially when engaged in learning. The overused thinking about thinking is what pop culture uses to define this skill. Working Memory on the other hand, is involved in the selection, initiation, and termination of information-processing functions such as encoding, storing, and retrieving data. It is usually referred to as the RAM system of our cortices, constantly remembering tasks or sequences of skills that need to be rearranged and retrieved at any given moment. An example or using working memory is taking a test that requires one to have access to formulas in short term recall that can be used.

Lastly, Organization is considered the skill of putting things into a logical order or the act of taking an efficient and orderly approach to tasks. The ability to prioritize what should come first, next etc. is how organization is developed and displayed on a daily basis.

Now, Joint Vibration supports Metacognition, Working Memory and Organization by the release of Dopamine. With the sensation of the brain being rewarded by the experience of joint vibration, the calm of GABA and the stabilization of emotions by Serotonin, the efficiency in short-term recall, hierarchical assignment of tasks needing to be accomplished and the awareness of the processes involved in being efficient and organized are enhanced by the neurotransmission of Dopamine. Learning is equated as something pleasurable and positive.

Modified Auditory Integration is a modality that we use with children who have difficulty maintaining where they are spatially in relation to the environment and to others in their immediate proximity. We also tend to use the Sound Health Series at 50% volume with closed, supra-aural, dynamic hi-fi stereo headphones. Auditory Integration is based on the Tomatis Method which is to improve the auditory system, people who can hear sounds may not be able to take in the full spectrum of these sounds, which means they might find it difficult to listen properly. According to Dr Tomatis, this happens when muscles are not working properly and through auditory stimulation it is possible to retrain the muscles of the inner ear so that it can function without distortion. Overall, Auditory Integration initiates Dopamine release in the brain similarly to Joint Vibration however from a direct sensory system rather than from a joint receptor system. This is the only modality that is used from start to finish of the ESD.

Goal-directed persistence is the capacity to have a goal, follow through to the completion of the goal, and not be distracted by competing interests. A good example would be when there is a game or a toy that the child may want, and a structured process of steps are put in place in order to ‘earn points’ to get closer to earning the reward, such as doing chores efficiently, or doing well in school allows the child to delay gratification and continue to persist toward the final achievement of the goal.

Time Management is ability to plan and control how you spend the hours in your day to effectively accomplish your goals, such as being able to gauge how long an assignment will take to finish or how much longer one needs to be able to get from one place to the next. The opposite of course to efficient time management is procrastination, and for some whose sensory processing systems limit their understanding of time, rigidity in multiple step task accomplishment.

Modified Auditory Integration supports development of Goal-Directed Persistence and Time Management by continuing the Dopamine release happening with the Joint Vibration protocol. It meets the joint receptors sense of reward by allowing the auditory system to ‘listen’ not only to the music but also to the body, and ultimately provide that platform to improve and build on sitting throughout the whole diet protocol; time management on the other hand is measured by the ability of the neurotransmission to relay the benefits from Serotonin, GABA and Dopamine thus signalling indirectly the beginning, middle and end of the protocol via the use of the Modified AIT.

5. Counting and Hierarchy – Planning/Prioritization, Task Initiation

Counting and Hierarchy involves a specific rote and tonal count in a calm voice from 1-15 for every single extremity and every single modality and technique used. The Hierarchy obviously provides predictability and structure to the diet, to a point that the child can self-direct the diet and ultimately tailor the diet according to his/her needs at given points in time, ultimately breaking them down into what has been coined as Sensory Snacks.

Planning and Prioritization is when one organizes work, sets priorities, and determines resource requirements. In this case, the counting and the order of the diets assist with determining the generalized prioritization of the diet as well as anticipation of what is next, and last without increasing Acetylcholine release.

Task Initiation is knowing how to get started on a task and sustaining the attention and effort levels needed to complete the task, which in this case again is supported by the predictability of the materials, the diet protocol from one time to the next, the language, the tone of voice up to the signaling of when it is the end.

For more detailed information on training of the Execu-Sensory Diet, or for more related literature that supports this particular methodology, please email us or check out our published abstracts related to this topic. Hopefully this will provide you with some clarity on how the sensorimotor systems play an integral part in wholistic cortical development, especially in regards to supporting the development of Executive Functioning Skills.

We have touched on the subject on our previous articles on how negative behavior is often times intermixed or interpreted as willful or choice-driven, while in some cases, these behaviors have an underlying sensory processing root. To cite a specific example, let’s say that one who utilizes public transportation when going to work daily is unable to tolerate other people’s conversations on the shared space and would require noise cancelling headphones to be able to survive the commute. What we oftentimes call as our preferences or likes boil down to what ‘makes sense’ or ‘computes’ with the section of the brain that processes all of the sensorimotor experience: the temporo-parietal sliver that receives and interprets all of what surrounds us and is experienced within us.

Because these systems are so automatic, just as the heart beats without us having to remind it to do so, we often take it for granted that without the ‘correct’ interpretation of what is going on, we will not make the appropriate response. Majority of our reflexes also come from this section of automaticity due to either a retrieved and learned sensory experience (e.g. touching a boiling kettle once before will permanently recall the sensory experience of fight-or-flight burning pain on the particular body part).

The Sensory Processing of a Learner: Many Intelligence Types

Let’s Look at the two pictures below. On the left side you will notice that we have named the seven (7) senses of the body as primarily responsible in processing the information from the environment. The vision, hearing, smell, touch, taste, movement or kinesthetic sense, and proprioception or position in space sense all come together and interpret the environment for the person based on each of the sensation’s primary function. Thus we call this the Stimulation Source. We will discuss the details of processing science in the next section. The Stimulation Source in the simplest sense is the interpretation of the sensations in the brain after it had been given meaning by the cerebral cortex, specifically the temporo-parietal sections. These are the many directions an interpretation of the sensations can be expressed by a person: visual-spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, musical, linguustic, logical-mathematical, and ecological. These were initially introduced into the mainstream by Howard Gardner in his Theory of Multiple Intelligences. In our practice however we take it a step further and consider it as the Learner’s Response. What we have seen is that the interpretation of the senses can only be expressed accordingly based on the abilities of the brain to coordinate the meaning of the sensations received, thus the Learner’s Response is tied to a person’s natural inclination dependent on the correct release of the information to the external environment.

If we created an example from listening to ones ipod, as soon as the brain realizes that it’s the sense of hearing that is stimulating it, the sound is processed and given meaning by the cerebral cortex and then sent back out to the Learner. Depending on the Learner’s natural abilities, the responses will vary from person to person. One who is kinesthetic may decide to get up and dance. One who is visual-spatial may decide to research the singer online for a live version of the song. While someone who is intrapersonal may become reflective and try too recall an association of the song with a memory or a personal thought. This explains why even if the senses are receiving the information from the environment accurately, the responses vary from person to person depending on their natural ability.

Sensory Processing Science: A. Jean Ayres in User-Friendly Language

Dr. A. Jean Ayres, the pioneering Occupational Therapist in sensory integration theory summed up best the process of the body’s ability to process sensory input. She posited that there were 7 steps that went into the brain’s processing: reception, detection, integration, praxis, discrimination, postural responses and modulation. She also did say that these steps are done in heirarchy, in order. If one step is missing, then the processing becomes faulty and the brain will not be able to send out the accurate interpretation to the learner to respond to. And of all of these steps, it is Sensory Modulation that is externalized by the Learner; by having a sensory modulation disorder, that is the obvious signal there is a hiccup in the flow of the sensory system from the einformation gathering to the brain processing, to of course the Learner’s responses.

As was mentioned in the previous section, it is the Sensory Modulation Section that mist if not all sensory issues are evidenced, based on Learner’s Response. Now there are several types of Sensory Processing Disorders: Sensory Modulation Disorders (Sensory Hypo and Hypersensitivity, and Sensory Seeking), Postural Disorders, and Sensory Discrimination Disorders. Of all of these however, it has bern shown that Sensory Modulation, the very last step of the hierarchy of sensory pricessing has the most damaging effects on the Learner’s ability to process academic and social information.

For specific details on the manifestations of Sensory Modulation Disorder, we created a table using research information by Carol Kranowitz in her book, The Out of Sync Child.

Now that we have made the connection between the Learner’s Response to Stimulaton Source, how then can we correct the sensory modulation deficits? The answer: An Executive Functioning- Sensory Based Diet of course, composed of targeted activities from a sensation to cognitive develomental perspective that are aimed to correct the gathering-interpretation process in order to align the learning responses as well . That discussion will be part two of this discussion, the next post to this series. In the meantime, check out our ESNP Recommends tab for more resources and our articles under Body Breakthroughs for additional ideas.

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“I hear and I forgot. I see and I remember. I do and I understand.” ~ Confucius.

Throughout history, many thinkers have conveyed the sentiment that learning is synonymous with doing. Yet, the educational model in most educational institutions from kindergarten through graduate degrees is listening, looking, responding. The doing takes a back seat. Well, from an overburdened educator’s perspective it is easier to plan, move through more content and manage a room of students and lecturing can easily segue into discussion. Yet, what should guide the educational model: ease or research? Are the conclusions in fact different? What does the research say about the impact of ‘doing’ or ‘moving’ on brain development, especially as it relates to learning?

In 1977, J. Prescott, found there was a non-motor component to the cerebellum, particularly the section of the anterior cingulate. When rats engaged in novel movements, the area became very active, Additionally, when movement impairments are present, the cerebellum is negatively impacted. This fact that novel movements activated the cerebellar anterior cingulate as opposed to all movements, shows that region becomes active when the brain is engaged in something new aka ‘learning.’ The significance of this study is that the cerebellum had previously been solely associated with motor control.

Eric Jensen, cites in his book, Teaching with the Brain in Mind, multiple sources which showed the involvement of the cerebellum in more than just learning, dating as far back as 1994. Most specifically, a team of researchers identified a path from the cerebellum or what people call the primitive brain, to multiple parts of the brain involved in memory, attention, and spatial perception.

The support doesn’t end there. Further studies using primarily fMRI, showed a relationship between the cerebellum and the visual and language systems, which involved skills such as predicting, sequencing, ordering, timing, and practicing or rehearsing a task before carrying it out; essential skills in the learning process.

Evidence of the role movement plays in learning extends beyond what researchers are seeing in the brain. From a practical perspective, structured and purposeful physical activity has been known to improve mood, alertness, and physical health. These three factors alone, directly and indirectly increase a child’ learning potential. They directly increase through the simple fact that if children are happy, awake and not feeling physically ill, they are more likely to be able to focus in class and learn the information being presented. Indirectly, these factors lead to decreased stress and cortisol release.

Cortisol is a stress hormone, that when released during times of crisis will trigger a person’s flight, fight or freeze response, located in the amygdala; furthermore, cortisol release, blocks the brain’s access to the pre-frontal cortex in an effort to conserve energy. The pre-frontal cortex houses executive functioning skills, essential in the learning process.

“Tell me and I forget, Teach me and I remember. Involved me and I learn.” Benjamin Franklin

If so much of what is now known supports the role of movement in learning, why remove, or demote the very programs that naturally allow students to move? Perhaps because peer-reviewed literature shows mixed results and standardized test scores continue to fall. “The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature” was published in 2011, this peer-review showed that “slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative.” The conclusion then is it may help, it certainly doesn’t hurt. However, in 2012, another peer-reviwed article controlled for quality of study. The conclusions of this study were two-fold: additional quality studies need to be conducted to confirm, but there is a positive correlation between participation in physical education classes and academic performance.
Moving more means learning more, not less.

Although, sometimes more is less. Let’s take a look at how the brain learns and what increased academic hours offer.

More and longer academic hours in the subjects of reading and math are not necessarily the best way to increase student proficiency in these subjects. Benedict Carey in How We Learn, discusses the strange yet proven ways that brains learn best, for example, retention improves when concepts are taught, then forgotten, review is strategically spaced out, concepts within one subject are interwoven, and sleep. Therefore, the learning that takes place during increased class time on subjects that we have already been exposed to during the day may decrease our retention for that information not increase it. While it is indirectly related to movement, a case is made for adding classes such as physical education, dance, and even recess time back into the schedule since these opportunities naturally lead to the very strategies that are shown to improve learning and retention.

Researchers across multiple studies found that spacing out information leads to overall increased and deeper retention, possibly because the brain becomes almost habituated to new information when repeated in succession during one period.

Education policy, Common Core and education programs will not change overnight; however, change can begin one teacher, one classroom, one school at a time. The solution is simple: incorporate movement into daily practices, which can be done in a variety of ways:

While this idea is relatively new; when implemented intentionally, and slowly overtime, it will allow kinesthetic and vestibular learners to self-regulate, which will increase sustained attention, task persistence while ideally increasing endorphins and decreasing cortisol.

Brain Gym is an example simple movement based program with activities which challenges students to use coordinated movements to cross mid-line. This increases brain lateralization and improves communication between the right and left hemispheres of the brain. Students who possess the ability to cross midline are more likely to succeed on standardized testing.

Initial mainstream reports have shown these desks to be placed in offices; however, they also have a place in the classroom, especially for students whose primary learning style is vestibular or kinesthetic. These desks have been shown to decrease some student’s need to move; increase attention and task persistence. Additionally, when adapted to be multi-funtional, the one-size-fits-all model is simultaneously embraced and debunked.

State Changes

State changes are literally changes of one’s current state. Children in elementary through middle school classrooms are known to have a static attention capacity of on average 10-15 minutes, this may be less for early elementary students. Class periods are typically 45-60 minutes longer and sometimes upwards of 90 minutes when schools implement block scheduling. An hour is a long time for adults to be expected to sit and pay attention to one source of stimulus, let alone children and adolescents. State changes, allow for this period to be broken up in intentionally and functional ways.

State changes can take the form of listening to a mini-lesson to engaging in a think pair share to completing an independent activity and then engaging in a whole group classroom discussion. Additionally, they can be the foundation of the activity after a lesson. For example, after teaching vocabulary words, students could break into pairs or small groups and develop a skit to act out one to two of their words while the rest of the class makes educational guesses as to what words they are demonstrating.

Movement Based Memorization Games

This type of activity most commonly is associated with math concepts and teaching. Since rhythm and counting are essentially one in the same. For kinesthetic and vestibular learners, activities that pair movements with multiplication, division, or even problem solving processes are often more easily remembered and retained. Here are a few resources to get you started:

While this thinking my not be entirely the blanket truth, the body’s truth lies within it. Children need to be engaged in order to learn. Moving and doing is a natural way to engage busy bodies and minds.

“We Learn . . .10% of what we read20% of what we hear30% of what we see50% of what we see and hear70% of what we discuss80% of what we experience95% of what we teach others.”

If you live in a metropolitan area, chances are you have had the pleasure of using public transportation to get around. Buses or trains, or both, and the many others who accompany you in the journey to and from destinations. In these modes of transport, rush hour can get harrowing; packed like a can of sardines until it wouldn’t even matter if you had a bar to hold on to to maintain your balance. The sheer volume of people in your personal space is enough to keep you stuck wherever you are sitting or standing.

And if this is most human touch you experience per day, that may not be enough. Reason: our brains are wired to be touched.

University of Miami’s Touch Research Institute in early 2014 had done extensive research in the area of human touch.Their results have revealed that human touch has wide-ranging physical and emotional benefits for people of all age groups. In the Institute’s studies, they discovered touch lessened pain, improved pulmonary function, increased growth in infants, lowered blood glucose and improved immune function. Human touch is extremely important for all ages, but by the time children reach their teen years, they receive only half as much touching as they did when they were infants. Adults touch each other even less.

The researchers in Miami also found that touch with moderate pressure stimulates the vagus nerve which is responsible for slowing the heart rate and lowering blood pressure. This produces a state that is relaxed, less closed off, but more attentive. Even the Institute’s medical staff and students that received massages for 15 minutes a day over the course of a month were more accurate and took less time on math performance tests than their counterparts who did not receive massages, more proof that touch also decreases stress hormone function and boosts immune systems.

It is then no surprise to learn of evidence pointing to the levels of aggression and violence among children is related to lack of touching.

Cross species touch speak volumes

Touch Research Institute conducted two separate studies, one with French children and one with American children to determine the degree of touch they received from their parents in relation to displays of aggression. The researchers found that French children received more touching from parents and their peers and were less aggressive than their American counterparts. American children on the contrary had less physical interaction with their parents and tended to touch themselves more than they touched their peers (e.g. playing with hair).

The result? They did touch, all for the benefit of science after all. The results suggest that for all our Pre-Frontal Cortex caution about touching, we are hard-wired with the capacity to send and receive emotional signals solely by touching, one of our sensory systems. Herenstein was surprised at the results, thinking that the results were going to be at a chance level of 25 percent. Instead, participants were able to clearly identify and communicate eight distinct emotions (anger, fear, disgust, love,gratitude, sympathy, happiness, and sadness) all with accuracy rates as high as 78 percent.

Even for those who suffer from seizures can benefit from therapeutic touch. Traditional Chinese Medicine (TCM) such as combining Acupuncture and Massage Therapy have been found to reduce seizures. Results from studies in China and Germany as per the College of Oriental Medicine have also proven to control abnormal brain activity that causes the seizures.

For the rest of us, average touch is relative. There is debate as to how many hugs one is required to receive per day to stay emotionally and mentally healthy — a range from 8-11 per day. And that is something we can all aim for, in spite of the speed we travel, the inconvenience of daily living, and the noise all around us.

For this study, the pair chose three tortoises at the Santa Fe Teaching Zoo in Gainesville, Florida named Larry, Moe and Curly. They were given four choices of keeper interaction: playing with a large rubber ball or under a water sprinkler, or having their shells scrubbed or necks rubbed. The zookeepers had used all of these amenities at least twice a month for several years at the zoo.

The inanimate object and the human were placed on opposite sides of the enclosure while the tortoises were released from the barn and had five minutes to make a choice. Consistently, they chose their human companion over the object!

Mehrkam said, “Not only did they prefer keeper interaction overall compared to the traditional forms of enrichment, but the individual tortoises had preferences for the kind of interaction they wanted. Larry and Curly like having their necks rubbed. Moe liked the shell scrubbing.”

If you are still on the prowl for illuminating choices in gifts this holiday season, here are some recommendations for all ages, sizes, and brains:

1. The Techie – You can go online and plug them in to Lumosity, Mind360, Brain360 to train the techhie you’re gifting. You can also engage further with systems (Wii and others) and subscribe to Minecraft or Terraria. Or you can gift them the ability to create Code. The Executive Function Skills targeted by these sites are usually indicated except for the console and subscription based games.

Minecraft GameMind360 siteCoding Lessons!

2. The Builder – If what you are looking for is a gift for someone who likes to build in 3D, then these items will make their day. The old fashioned LEGO has been morphed into Creators 3-in-1, Architecture, Movie themes, Pop Culture, and yes, even life sized characters! The Japanese store MUJI has also come out with 3D cardboard puzzles of animals that will come in multiple shapes and sizes. Ravensburger puzzles also have come up with their own version of a 3D puzzle using literal classic puzzle pieces to create monuments and other famous landmarks.

LEGO Architecture SeriesMUJI 3D Animal Puzzles

Ravensberger 3D Puzzles

3. The Mover and Shaker – For the ones who love to use their limbs and reach out as far as they can reach to rhythm that they can truly appreciate, there are Just Dance songs (available free on YouTube) that are ideal for any age, as well as the Just Dance Wii game. For those who like the slow and steady pace, there are yoga or t’ai chi classes, or the Gaiam version on DVD or youtube as well. Still looking for the ultimate brain alternative that won’t include potential try outs for the X-games? Try the book Hands On: How to Use Brain Gym in the Classroom. In this photo-filled book, authors Isabel and Marcelle, who are teachers in the South African school system, have captured the joy of learning through their use of 25 of the Brain Gym activities and 14 of the Vision Gym movements. Another option to Brain Gym would be the program FUNtervals.

Just Dance on YOUTUBEHands On: Brain GymYoga on DVD

4. The Critical Thinker – And for the one who can’t stop thinking or philosophizing about the world and their future endeavors, good old fashioned board games which are timeless in their appeal but modern in their evolution would be the perfect gift. Monopoly, for example, has evolved into the modern world and into electronic banking or thematic characters which younger audiences can relate to. Other options are Sequence or Quirkle, and even Critical Thinking Card Games.

Critical Thinking Card GameQuirkleMonopoly electronic Banking

5. The Social Butterfly – These are probably some of the easiest people to find gifts for, as anything that will encourage a conversation or a gathering will enhance this person’s day. Supercell games like Hay Day cross over onto the tecchie world and provide planning opportunities. Other options include hosting your very own Jeopardy game. Two person card to board game hybrids like LIfe Stories and Say Anything also encourage opinions and self-awareness.

Life Stories Board GameSupercell’s Hay Day AppSay Anything Party Game

6. The Organizer – The one person who can manage to multi-task and juggle many demands on their plate and still manage to derive pleasure in listing and keeping things in their proper place and in complete order. The favorites that come to mind are the Container Store, Ikea, and even Muji. These provide multiple options across many age ranges to enhance their already natural talent. Additionally, some options require assembly, which would target Executive Function Skills such as sustained attention, task persistence and almost guaranteed emotional control.

Container Store OptionsIkea StorageColor Coded Storage Options

7. The Empathizer – For the one always has the lending hand, sensitive ear and time of day to encourage kindness and hope that things will be alright, the options are endless. Here are our top three however: Aromatherapy sets, Relaxation sets, and Spa Retreats. For Aromatherapy, the better options are the ones which use natural oils that do not leave a burnt smell, such as Tisserand. Relaxation sets push the envelope further into the complete sets of a massager, aromatherapy and scented towels. Spa retreats are the best of them all, some that have within city locations while others are packaged with resorts or trips.

Relaxation SetsTisserand brandUltimate Spa Retreats

8. The Explorer – This is for the restless person, the one who cannot stay still in one place and seeks a new adventure in every free moment (or even within) a task setting. In the hustle of the holidays, there is an overload of places to be within one locale as the best gifts are being scoured for, however there are those gems that your explorer can definitely appreciate you for (faux or real). Games like All Aboard give globetrotters an idea of what to expect. Also Geography in Arts would make a wonderful outlet from the actual walking around to passing a plethora of colors and a variety of paper. And for those who are interested in the backyard exploration up close, there is always the explorer’s scientific kit.

9. The Music Maker – For one who has music in their blood and can’t shake the melody off! The gifts for this person need to be nifty and personalized according to the sound preferences, headsets and complete control of the musical atmosphere. Surround sound systems that will not break the bank are always a great option. If they need an upgrade, wireless headphones that are not made for cinema and movies only, and lastly, there’s always the music lessons for short term that could turn into long term.

…to finding the best headphones…From finding the Best Surround sound……to short term music lessons!

10. The Visionary Artist – Last but not least, the one with the hyperactive imagination from words to images and needs to put them down on the page. These are the ones who dare to dream and think big, much bigger and more complex than what the material world can currently handle or fathom. Art supplies are a necessary staple but not exciting or extraordinary to the artist. So there’s a step above the staple which is taking the artist to a new location of inspiration for them to hone their craft, be it more art classes or a new location in the city they live in. The highest of them all is (if one has the means and connections), is to spend up close and personal time practicing with idolized artists in action, even if it is the Disney Pixar studio!

Art classes in a different location…Art Supplies: A StapleDisney Pixar Animation: Ultimate Experience!

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About Our Process

This is a partnership that brings together a revolutionary perspective of utilizing brain science and biology in the classroom and overall learning environment. We provide you with a uniquely interdisciplinary perspective on how children think, learn, and behave in the classroom by synthesizing the latest research from a variety of fields including: education, therapy, psychology, and neuroscience which creates a wholistic picture of the children you teach. Our ultimate goal is to teach you to teach to the body, the mind, and the brain.

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When three quarters of our household were diagnosed, it suddenly explained a lot. And led to a million more questions. It redefined us and how we do things and so far.... things are better. Way better. Here is our journey, with all the things we're learning, in the hope that others might benefit too.